This paper considers the concept of creativity as it relates to design and, more particularly, design education. Underpinned by the observation that there are multiple definitions and theories of creativity, the paper explores the possibility of finding a disciplinary approach to the concept. It is suggested that the multiplicity of definitions of the concept and the subsequent ambiguity that exist cause frustration and stress amongst student and staff, and that the lack of an overarching disciplinary framework hinder pedagogical development and generation of appropriate assessment strategies. Through an extensive literature review and analysis of primary data, the paper addresses these problems. It argues that behind the diversity of opinions, theories and definitions there is a sense of consensus, and that by adopting a multifaceted model of creativity and educating students about the complexity of the concept some of the ambiguity impeding teaching and assessment practices may be resolved.

Relation

IASDR2011: 4th World Conference on Design Research. Diversity and Unity: Proceedings of IASDR2011, the 4th World Conference on Design Research (Delft, Netherlands 31 October - 4 November, 2011)